tnsA4 

n 13 .1 




GIass_S^34^ 



Book 



Ml 






°)|3 



A COURSE OF STUDY 



Agriculture for High Schools 



A SUPPLEMENT TO THE 

State High School Course 



Prepared Under the Direction of 

WM. P. EVANS 

State Superintendent of Public Schools 




AUGUST, 1913 



A COURSE OF STUDY 



IN 



Agriculture for High Schools 



A SUPPLEMENT TO THE 

State High School Course 



Prepared Under the Direction of 

W M . P . EVANS 

State Superintendent of Public Schools 



r i- 



AUGUST, 1913 




•*55cax** 



THE HUGH STEPHENS PRINTING COMPANY 

JEFFERSON CITY, MO. 






0, OF 0, 
SEP 4 |9I4 



FOREWORD. 



Jefferson City, August 25, 1913. 
To Teachers : 

Agriculture is now established as a public school subject. It 
has passed the experimental stage and the results have caused a 
great demand to spring up from among the patrons. It now re- 
mains for you to justify this demand and to lead the young people 
in your charge to turn their natural curiosity into investigation of 
this branch of science most nearly related to themselves in their 
present environment. 

In the high school the teaching of history does not make his- 
torians ; the teaching of mathematics is not aimed at the creation of 
mathematicians ; nor does the teaching of agriculture prepare farm- 
ers. All are intended to create citizens, a group of men and women 
better prepared to live full, complete lives, no matter what their 
surroundings may become. We want these young people to observe, 
to classify, to get the habit of meeting new conditions with con- 
fidence in themselves, to learn that man can improve his environ- 
ment. 

Carver, in his Rural Economics, says : "It is not too much to 
say. that if our educational system succeeds in developing a pro- 
gressive attitude of mind, a genuine desire to be always improving, 
our people will manage in some way to get the necessary technical 
knowledge of agriculture. If, in addition to the development of the 
progressive attitude, the schools can supply the farmer with tech- 
nical knowledge, they will have done doubly well." 

I advise all teachers of agriculture to get this book and read 
it and thereby get the inspiration and enthusiasm for the life of 
service to which they have devoted themselves. 

This booklet has been prepared for your help and it is hoped 
that you will be better able with it to meet the demands made upon 
you. That the work will be arduous no one questions. I sincerely 
hope you will be enabled to see that it is worth while. 

Yours truly, 

Wm. P. Evans, 
State Superintendent of Public Schools. 

(3) 



INDEX. 



Page 

Addresses of publishers , 42 

Agriculture in high schools 5 

Animals , 29-36 

Books 6-7, 40-41 

Bulletins 42-48 

Cattle 30-32 

Collection of material 8-9 

Community service 15 

Corn 22-24 

Cotton 27 

Crops 22-2S 

Demonstration plots 9-14 

Distribution of time 16 

Farm animals 29-36 

Farm crops 22-28 

Farm management 36-38 

Farm soil 18-21 

Fertility of soil 20-21 

Foreword 3 

Grasses 26-27 

Hogs : 32-33 

Horses 29-30 

Laboratory and library 6-8, 40-48 

Laboratory manuals 7 

Laws 6 

Legumes 25-26 

Library 6-7, 40-48 

Materials 7-9 

Mules 29-30 

Notebooks 10-14 

Plant food 17-18 

Plant propagation 38-39 

Potatoes 10-14, 2 8 

Poultry 35-36 

Publishers 42 

Recitation periods 16 

Sheep .' 33-34 

Soil 18-21 

Soil fertility 20-21 

Swine 32-33 

Syllabus 17-39 

Teacher, The 15 

Tobacco 27-28 

Uniformity 6 

Wheat 24-25 

(4) 



AGRICULTURE IN THE AMERICAN HIGH SCHOOL. 



"The American high school is a form of secondary education 
created to meet the demand for a broader education and today it is 
the most powerful agency in shaping the character of American 
life, both rural and city. High schools can serve all classes of peo- 
ple if they are properly organized and conducted. 

It may be impossible at present to agree upon just what should 
be included in a high school course of study. To a limited extent, 
the course should be fitted to local needs. The subjects taught are 
important, but the spirit of the teacher and of the school, and the 
attitude of both to the several vocations in life are of the most vital 
concern. 

The function of the public high school is to give the student 
certain information, training and culture, and at the same time 
enable him to find out what he likes to do. The school, therefore, 
should give him a carefully planned course of development, adapted 
to his needs, and present the subjects as rapidly as his ability is 
discovered. High school work should also inspire him to continue 
his educational training, if circumstances warrant. 

The 20th century definition of a "liberal education" seems to 
include, (a) all that is worth while of the classics; (b) all that is 
worth while of sciences and mathematics; (c) certain vocational 
instruction and training. 

The means and methods of the high school should enable the 
boy to get a purpose in life before he leaves the high school. This 
will be most valuable to him in any event, no matter what he may 
do in his after life, because it will mean wiser and more economic 
use of both time and money. 

Vocational subjects presented in the high school afford oppor- 
tunity for the application of ideas and principles during the process 
of training, and thus utilize an important pedagogical principle. 
These subjects also appeal to the instincts of the student, such as 
curiosity, imitation, acquisitiveness, manipulation and expression, 
and thus stimulate both interest and application. 

(5) 



6 

We are passing through the experimental stage in secondary 
agriculture, but the experiments already tried have proven beyond 
question its utility from an educational as well as from a prac- 
tical standpoint. This is shown through the increased general 
interest in all high school work where the subject is taught, and 
from the results attained by the students in actual practice on the 
home farm." — Bulletin No. 7, Michigan Agricultural College. 

Unif ormity : 

The Forty-seventh General Assembly passed laws granting 
state aid to high schools as follows : 

1. To high schools having both a unit of agriculture and a 
teachers' training course approved. (Crossley-Snodgrass Teacher- 
Training Course Law.) 

2. To high schools having a unit of agriculture approved and 
the maximum levy voted. (Wilson-McRoberts High School Aid 
Law.) 

3. To high schools having a unit of agriculture approved and 
an organization formed under the new consolidation law. (Buford- 
Colley Consolidation Law.) 

The enactment of these laws placing emphasis on the teaching 
of agriculture, and the fact that more than fifty per cent of the ap- 
proved high schools of the state are already offering a course in ag- 
riculture, make it necessary that some effort be made toward uni- 
formity in equipment and in course of study. For this purpose this 
department prints this circular containing a syllabus of a course in 
agriculture, lists of required equipment in laboratory and library, 
and general suggestions to teachers. 



LABORATORY AND LIBRARY. 

REQUIRED BOOKS. 

Lyon & Fippin: Principles of Soil Management. Macmillan $1 .75 

King: The Soil. Macmillan 1 .50 

Vivian: First Principles of Soil Fertility. Orange Judd Co 1.00 

Burkett : Soils. Orange Judd Co 1 . 00 

Bowman & Crossley: Com. Author, Ames, Iowa 2.00 

Warren: Farm Management. Macmillan 1 .75 

Bailey: Vegetable Gardening. Macmillan 1 .50 

Powell: Co-operation in Agriculture. Macmillan 1 .50 

Wilson: Evolution of a Country Community. The Pilgrim Press 1.25 

G. E. Day: Productive Swine Husbandry. Lippincott 1 .50 

W. A. Henry: Feeds and Feeding. Author, Madison, Wis 2.25 



Mumford: Beef Production. Author, Urbana, 111 1 50 

Plumb: Types and Breeds of Farm Animals. Ginn & Co 2 00 

Harper: Animal Husbandry for Schools. Macmillan - 1 .40 

Brigham: Progressive Poultry Culture. Torch Press 1 .30 

Hunt: Forage and Fiber Crops. Orange Judd Co 1 .75 

Bailey : Fruit Growing. Macmillan 1 . 50 

Bailey: Plant Breeding. Macmillan 1 .25 

At least one good farm paper 1 . 00 

Textbooks. 

Warren: Elements of Agriculture. Macmillan $1 . 10 

Ferguson: Elementary Principles of Agriculture. Ferguson Publishing Co. . . . 1.00 

Goodrich: First Book of Farming. Doubleday, Page & Co 1 .00 

Mayne & Hatch: High School Agriculture. American Book Co 1 .00 

Jackson & Daugherty: Agriculture. Orange Judd Co 1.50 

Halligan: The Fundamentals of Agriculture. D. C. Heath & Co 1 .20 

It is believed that better work will be done if the teacher 
should use a number of good texts. If four or five copies of each of 
the above named books are purchased, it will be unnecessary for the 
students to purchase any textbook. 

Laboratory Manuals. 

Elliff: A Unit in Agriculture. Row, Peterson & Co $.50 

Call & Schafer: A Laboratory Manual of Agriculture. Macmillan .92 

It will be necessary for each student to purchase a manual for 
his own use. The above named manuals are considered the best 
published and one of them should be adopted. 

Required Equipment for a Class of Sixteen Pupils. 

2 doz. student lamp chimneys, 75c $1 . 50 

2 doz. wide-mouthed bottles, per doz., 26c, 1 oz .52 

2 doz. wide-mouthed bottles, per doz., 45c, 6 oz .90 

4 thistle tubes, 10c 40 

1 lb. glass tubing, one-fourth inch .44 

4 thermometers, chemical, centigrade, at 60c 2.40 

6 doz. test tubes, 8x1 3 .00 

1 "Cenco" trip scale 6.65 

1 set weights 1 . 65 

1 Babcock milk and cream tester 5 . 50 

8 shallow pans, at 35c 2 . 80 

4 glass funnels, 3-inch, at 12c -48 

2 sieves, 20 mesh] 

2 sieves, 60 mesh \ 6 . 45 

1 sieve, 100 meshj 

1 lb. glass rods — small -50 

1 lb. glass tubing — small diameter .50 

8 tripod microscopes, 44c 3 . 52 

1 soil auger 3 . 00 

2 percolation cylinders 3 . 50 



8 

2 evaporation cylinders 5 . 00 

2 graduated cylinders, 65c, 100 cc 1 .30 

3 blast lamps, gasoline, $2.75 8 . 25 

$58.26 

(The apparatus listed above when purchased in one order will cost about $51.00, 
transportation charges prepaid.) 

Material to be Purchased at Home. (Required.) 

4 Mason's pint fruit jars. 

4 doz. 4-inch flowerpots with saucers. 

3 doz. 6-inch flowerpots with saucers. 

16 heavy dinner plates. 

16 panes of glass, 8x11. 

1 tiling spade. 

1 table, SV 2 ft. x 12 ft. 

1 suitable case for storing apparatus. 

At least an acre of ground should be provided. This can be purchased or leased. 

Apparatus Not Required, But Very Desirable. 

2 soil thermometers $2 . 50 

1 dissecting microscope 9 . 50 

1 bucket sprayer 5 . 00 

The apparatus may be purchased of the Central Scientific Com- 
pany, Chicago, 111. ; the W. M. Welch Mfg. Co., Chicago, 111., 100 
Lake St., or any other standard scientific apparatus company. The 
books may be secured through A. C. McClurg & Co., Chicago, 111., or 
ordered direct from the publisher. There will be a discount of 
about ten per cent on apparatus and about twenty per cent on books 
from the prices here listed. 

Schools offering a course in agriculture for approval should 
purchase the entire list of required apparatus and books. 

Collection of Material. 

The following materials must be collected and stored during the 
first six weeks of school. This work should be done by the class 
under the direction of the teacher. 

1. One bushel each of the following: 

Clay, sandy loam, sand. 

2. 14 bushel leaf mold. 

3. Seed collection as follows : Weed seeds, 15 kinds ; Cereals, 
15 kinds ; Grasses : Annuals, 3 kinds ; Perennials, 6 kinds ; 
Legumes: For forage, 6 kinds; for seed, 10 kinds; 

Sorghums, 3 kinds. 

4. Insect collection. 

Fifteen kinds of insects injurious to farm crops. 



Special Materials Located. 

The following should be located and permission obtained from 
the owners for the use of the same when needed. 

1. Four or more bushels of corn for use in corn judging. 

2. Twenty plants of each of the following: (a) Wheat; (b) 

Oats; (c) Clover; (d) Alfalfa. 

3. A portion of a field of corn (about 100 hills square) for 

lessons in : - 

(a) Estimating stand per acre. 

(b) Estimating yield per acre. 

(c) Study of the plant. 

(d) Selection of seed. 

(e) Study of weeds, insects, and diseases found in corn. 

4. Farm animals for studying and judging pure bred stock: 

(a) Horses; (b) Cattle; (c) Hogs; (d) Sheep; (e) 
Poultry. 

5. Farm machinery for study. 

6. Farms for farm judging. 

7. Tools and seeds for demonstration plot. 

Demonstration Plot. 

1. Secure the use of an acre of ground for use in demonstrat- 
ing the principles of agriculture through the growing of crops. It 
should be a fertile soil and located in a place as convenient to the 
high school as possible. 

2. Measure it, compute its area, and, using a convenient scale, 
plot it. Divide this plot into as many sections as there are members 
of the class. Have each section extend the full length of the plot. 
(This arrangement will make it possible to cultivate by horse power 
or with push-plows.) 

3. Ask each student to select, after careful consideration, the 
crop he wishes to grow. After all have reported their choice of 
crops, assign to each student one of the sections. Let the assign- 
ment be governed by the nature of the crop. Locate the tall-grow- 
ing crops together and see that they do not shade the low-growing 
crops nor hide them from view. 

4. Explain to the class the Demonstration Plot Note Books, 
and how they are to be kept. There are two of these note books. 
The first one is to be used in a study of the crop and for making a 
plan for growing the crop. The second one is a record of the actual 
work and of the development of the growing crop. 

h s c— 2 



10 

Divide the pages of the first note book into two columns as 
illustrated below. In the first column the student should make an 
outline of all the steps necessary to be taken in working out his 
chosen project and in the second column write all the principles he 
can find relating to these various steps, numbering them and plac- 
ing under them the pages of the book in which he has read the prin- 
ciple. This note book should show definitely the preparation of the 
student for growing the crop. He should begin the work on the 
note book at the beginning of school and should have it completed 
by the time he begins actual work on the plot just before planting 
time. To keep up interest in this work a recitation period should 
be taken frequently to hear different individuals make reports on 
the principles they have learned and the progress they have made 
in forming their plans for growing the crop they have chosen. It 
should be kept in mind that the note book is only a means to an end. 
The preparation of the student for growing the crop is the imme- 
diate end, and learning the principles of agriculture the ultimate 
end. 

Demonstration Plan Note Book. 

Below will be found a suggestive form and outline. This is 
not intended to be a complete outline, but it is hoped that it will be 
sufficient to give the teacher an idea of the plan and the possibilities 
of teaching many of the principles of agriculture through the use of 
the demonstration plot. 

Here is a partially worked out plan for the growing of a potato 
crop. 



11 



A STUDY OF THE POTATO AND PLANS FOR GROWING A CROP ON THE 
DEMONSTRATION PLOT. 



Steps to be taken in 

growing a 

crop of potatoes. 



Principles relating to or governing the different 
steps to be taken. 



Study of the Potato 
Plant. 



Study of Demonstration 
Plot Soil. 



1. The potato was cultivated and used for food by the 
natives of America before the discovery of the new 

world and introduced into Europe about 

, etc. 

New International Encyclopedia. 

2. The potato is an annual and is propagated by means 
of tubers. These tubers are thickened underground 

stems with , etc. The 

tuber of the potato is a storehouse for 

, etc. 

Bailey's Vegetable Gardening, 301-309. 

3. In 1890 there were 28,046 acres of potatoes grown 
the United States, 4,071 acres in the Mississippi Val- 
ley, , etc. 

Bailey's Vegetable Gardening, 301. 

4. The potato bears tubers at the expense of seed-bear- 
ing. 

Bailey's Plant Breeding, 95-99. 

5. A cool climate is needed. 

Bailey's Vegetable Gardening, 301. 
(Many other facts can be gathered by the stu- 
dent from available sources.) 

1. Acid soil turns litmus paper red. 

Vivian, 247. 
Burkett, 104. 
Lyon & Fippin, 352. 

2. Acid soil may be neutralized by use of lime. 

Burkett, 105-106. 
Lyon & Fippin, 352-353. 
Vivian, 246-251. 

3. Lime improves physical condition, etc. 

Vivian. 

4. The water-holding capacity of a soil depends upon 
etc. 

King, 157. 

Burkett, 42-43. 

Lyon & Fippin, 133-196. 



12 



Steps to be taken in 

growing a 

crop of potatoes. 


Principles relating to or governing the different 
steps to be taken. 




5. 

6. 

(There is much material available for study on 
soils.) 


Fertilizing the Soil. 




Seed Selection. 




Preparation of Seed Bed. 


♦ 


Planting. 




Cultivation. 





13 



Steps to be taken in 

growing a 

crop of potatoes. 



Insect Enemies and Dis- 
eases. 



Principles relating to or governing the different 
steps to be taken. 



Harvesting. 




Storing. 




Marketing. 





The second note book is a record of the actual growing of the 
crop. There are four items to record. In the first column, tfye date ; 
in the second, the work done ; in the third, the amount of time ; in 
the fourth, general remarks, giving conditions of weather, soil, crop, 
etc. Pictures of the work and crop at different stages would add 
much to the note book. 



Date. 


Work done. 


Time. 


Remarks. 


April 1, 1912.... 


Plowed f 


30 minutes, 1 man . . . .1 
30 minutes, 2 horses. . . J 


Soil inclined to turn up in 
clods. 


April 2, 1912.... 


Harrowed .... J 


10 minutes, 1 man . . . .1 
10 minutes, 2 horses.. ./ 


Soil not very well pulver- 
ized. Drying out rap- 
idly. 








About 2 inches rain fell. 


April 4, 1912.... 


Harrowed I 


12 minutes, 1 man. . . .1 
12 minutes, 2 horses. . . J 


Soil well pulverized and 
reasonably well packed. 



14 



Date. 


Work done. 


Time. 


Remarks. 




Harvested .... 












Time of growing 
season from 
time of sowing 
to time of har- 
vest. 




Total time used in grow- 
ing, cultivating and 
harvesting crop. 


Total yield and amount 
received from crop. 



General Note Book. 

Besides the note book for the acre demonstration plot there 
should be one in which the regular exercises, both experiments and 
field trips, including special services performed, should be written 
up. Each write up should include the following items : 

1. Date. 

2. Material or materials used including apparatus. 

3. Procedure. 

4. Principle or principles illustrated or observed. 

5. References student has read relating to these principles in 
required library books and others. 

6. If possible, photographs of field trips and special service. 
These should be taken in such a way as to illustrate the 
principle involved or the method of work. These pic- 
tures can be taken by members of the class who own 
cameras. 

Note. — If loose-leaf note books are used, the same cover may be used for all three 
note books. 



15 

Community Service. 

The teacher should make provision for the class, led by himself 
or by the county farm adviser, to perform some actual services that 
would require the class to put into practice some principle or prin- 
ciples which they have previously studied. An account of this work 
should be placed in the general note book of the student along with 
a picture, if possible, illustrating the work. Below are some things 
that might be undertaken. 

1. Pruning orchard trees, ornamental trees, small fruit, etc. 

2. Spraying orchard trees, garden vegetables, ornamental 
plants, etc. 

3. Testing seed corn. 

4. Identification of impurities in farm and garden seeds. 

5. Vaccination of hogs for cholera. 

6. Testing cattle for tuberculosis. 

7. Testing milk. 

8. Testing soil. 

9. Planning and laying off ground for ornamental gardening. 

10. Propagating and potting house plants. 

The Teacher. 

The teacher of agriculture should know as much about the sub- 
ject as the teacher of history or mathematics knows about his sub- 
ject. He should have completed not less than a two year's course in 
agriculture of college rank under instructors who have had at least 
a four year's course in a standard college of agriculture. For a 
teacher thus prepared the course is not a difficult one to teach, but 
one that requires much time in making preparation and plans. Be- 
fore an experiment is begun the teacher should see that all the 
necessary material is at hand. Before each field trip he should go 
over the ground himself, and locate definitely the thing or things to 
be observed. He should often consult with the farmers of his com- 
munity and arrange with them to have the class perform some ser- 
vice, the object of which would be to teach some principle or 
principles in agriculture which have been or will be taught. At the 
beginning of the year all the materials for the various exercises are 
either to be collected or arranged for. 

All note books are to be carefully read, and if an exercise, 
whether an experiment or an observation lesson, is not satisfactory, 
the student should be required to repeat the exercise and report it 



16 

again. The teacher should require the note books be kept up with 
the class work and he should read them at least once each week. 

Therefore the teacher who is afraid of "Mr. Toil" should not 
enter the field of teaching agriculture. On the other hand, it offers 
an inviting field for those who wish to get in close touch with the 
community life and thus be able to render valuable service and who, 
because of their preparation and fitness, can do efficient work, 

Double Periods Daily. 

The principles of agriculture should be taught not so much by 
the use of a textbook, but largely through laboratory exercises, field 
trips, and demonstration work both in connection with the demon- 
stration plot and in performing services for farmers and others in 
the community, as elsewhere suggested. To do and plan all of this 
well requires much time of the teacher. Therefore in the assign- 
ment of classes to the various teachers in the high school, the time 
element in the teaching of agriculture should be considered equiv- 
alent to the time element in the teaching of any two subjects other 
than the sciences and should have assigned to it for use of both 
teacher and class two periods of forty minutes each daily. 

Division of Time. 

About six weeks should be given to the study of Plant Food, 
Soils and Soil Fertility ; ten weeks to Farm Crops ; six in the fall 
and four in the spring; seven weeks to Farm Animals, four in 
the fall and three in the spring ; eight weeks during the winter, be- 
ginning in January, to Farm Management; five weeks to Plant 
Propagation, Plant Enemies and work on demonstration crops. 
The latter five weeks need not be continuous, but can be begun as 
soon as the conditions of the weather are suitable. In fact all dur- 
ing the year opportune times should be utilized for field trips, etc., 
even if it interferes for a day or two with the study of other topics. 

References. 

In the teaching of agriculture no one text should be followed, 
but all of the books available should be used in the study of the 
various topics. For this purpose a few references have been listed, 
and it is expected that the teacher will fill in other references from 
these and other books that are available. When Harper, Henry, 
Plumb and other authors' names are given in the references, they 
are meant to refer to the books in the required library list. When 



17 

Warren's name is used alone it refers to his Elements of Agricul- 
ture. 

In outlining the exercises, Elliff' s "A Unit in Agriculture" is 
referred to, because this book is used in most of the schools of the 
state. But this does not mean that Call and Schafer's Laboratory 
Manual will not receive equal recognition. Should Call and Schafer 
be used the teacher should substitute similar exercises for those out- 
lined in this bulletin. 



SYLLABUS OF THE COURSE IN AGRICULTURE. 



PLANT FOOD. 

For study and for discussion in the class room. 

I. Elements plants need. 

1. Nitrogen. 

2. Phosphorus. 

3. Potassium. 

4. Calcium. 

5. Other elements. 

II. Plant food obtained where. 

1. Air. 

2. Water. 

3. Soil. 

III. Elements commonly deficient in soils. 

1. Nitrogen. 

2. Phosphorus. 

3. Potassium. 

4. Calcium. 

IV. Elements unavailable as plant food. 
Insoluble form. 

Effect of lime, humus, cultivation and drainage on un- 
available elements. 

V. Functions of the different elements in plant growth and 

developments. 

VI. Form of available plant food and how the plant gets it. 

1. From the soil. 

2. From the air. 
h s c— 3 



18 

VII. Formation and storage of food in the plant. 

VIII. Elements composing plants at time of harvest. 

References. 

For teacher's preparation and for reading and written reports 
by individual students upon the foregoing topics. 

I. Soils, Lyon and Fippin, 3-4 ; Warren, 60-61 ; The Soil, 

King, 76-83 ; Soils, Burkett, 52-61. 

II. Soils, Lyon and Fippin, 1-3; Warren, 61-62; The Soil, 
King, 101-106. 

III. Warren, 63, 132-135; The Soil, King, 107-134. 

IV. Soils, Lyon and Fippin, 4, 68, 282 ; Warren. 113-114 ; 
The Soil, King, 101-110; Soils, Burkett, 62-70, 87. 

V. Warren, 63-64, 132; The Soil, King, 96-99; 110-112. 

VI. Warren, 64, 66, 67; The Soil, King, 142-153; Soils, 
Lyon and Fippin, 279-280. 

VII. Warren, 68-70, 47-48. 

VIII. Warren, 71. 

Other References. 

(To be supplied by the teacher.) 



Laboratory Exercises. 

The preparation of oxygen, hydrogen, nitrogen, carbon dioxide 
should be performed by the teacher before the class. 

I. Exercise 41, 42, 43, 44, 45 A Unit in Agriculture. 

II. Exercise 46, A Unit in Agriculture. 

VI. (Exercises 21, 22, 23, 24, A Unit in Agriculture.) 
(Exercise 26, Elements of Agriculture.) 

VII. Exercises 28, 29, 30 and 31, Elements of Agriculture or 
similar exercises in Call and Schafer. 

FARM SOIL. 

For study and for discussion in class room. 

I. The origin and formation of soil. 

II. Substances composing an agricultural soil. 



19 

1. Rock and minerals. 

2. Water. . 

3. Air. 

4. Living organisms. 

5. Decayed vegetable matter. 

III. Classification of soils according to size of particles. 

1. Size of soil particles: (a) Gravel; (b) Sand; (c) 
Silt; (d) Clay. 

2. Names of soils : (a) Sand; (b) Loam; (c) Clay. 

IV. Water in the soil. 

1. Free water. 

2. Capillary water. 

3. Film water. 

4. Hygroscopic water. 

V. Movement of water in the soil. 

1. Gravitational movement. 

2. Capillary movement. 

3. Film movement. 

VI. Air in the soil. 

1. Condition of soil necessary to admit air. 

2. Effect of free water on air in soil. 

3. Air a necessity to : (a) Plants; (b) Soil bacteria. 

VII. Temperature of the soil. 

1. Heavy soil and temperature. 

2. Light soil and temperature. 

VIII. Organic matter in the soil. 

Sources: (a). Roots, stalks, straw, weeds; (b) Green 
crops plowed under; (c) Barnyard manure; (d) 
Other sources. 

IX. Living organisms in the soil. 

1. Bacteria. 

2. Molds. 

3. Earthworms, etc. 

References. 

For teacher's preparation and for reading and written reports 
by individual students. 

I. Soils, Lyon and Fippin, 5-64 ; The Soil, King, 1-26, 36-69 ; 

Soils, Burkett, 7-22. 

II. Warren, 75-76 ; Soils, Burkett, 23-33. 

III. Soils, Lyon and Fippin, 66-101 ; The Soil, King, 99-101 ; 
Soils, Burkett, 34-51. 



20 

IV. Soils, Lyon and Fippin, 133-165 ; The Soil, King, 154-162 ; 
Soils, Burkett, 152-175. 

V. Soils, Lyon and Fippin, 165-266; The Soil, King, 162-206; 
Soils, Burkett, 164-206. 

VI. Soils, Lyon and Fippin, 432-447 ; The Soil, King, 178-183, 
239-252. 

VII. Soils, Lyon and Fippin, 448-464 ; The Soil, King, 218-238. 

VIII. Soils, Lyon and Fippin, 119-132; The Soil, King, 64-68, 
94-96 ; Soils, Burkett, 286. 

IX. Soils, Lyon and Fippin, 388-431 ; The Soil, King, 124-134 ; 
Soils, Burkett, 108-151. 

Other References. 

(To be supplied by the teacher.) 



Laboratory Exercises. 

I and III. Exercise 17, A Unit in Agriculture. 

II. Exercises 13, 14, 15 and 16, A Unit in Agriculture. 

V. Exercises 19 and 20, A Unit in Agriculture. 

VI. Exercise 25, A Unit in Agriculture. 

VII. Exercises 18 and 26, A Unit in Agriculture. 

VIII. Exercise 15, A Unit in Agriculture. 

IX. Exercise 47, A Unit in Agriculture. 
Or similar exercises in Call and Schafer. 

SOIL FERTILITY. 

For study and for discussion in the class room. 
I. Why soils become less productive. 

1. Decrease of moisture holding capacity. 

2. Conditions unfavorable for the development of soil 

organisms. 

3. Erosion by wind or water, carrying away the fertile 

surface soil. 



21 

4. Escaping of nitrogen set free by some denitrifying 
agency: (a) Leaching; (b) Air. 

5. Constant cropping. 

6. Single crop system. 

7. Decrease of humus supply. , 
II. How soils may become more productive. 

1. Rotation of crops. 

2. Conservation of moisture. 

3. Fertilizers and amendments : (a) Commercial fertil- 

izers; (b) Barnyard manure; (c) Lime; (d) Other 
fertilizers and amendments. 

4. Increase of humus: (a) Barnyard manure; (b) 

Green crop plowed under. 

5. Drainage. 

6. Tillage. 

References. 

For teacher's preparation and for reading and written reports 
by students. 

I. (References to be supplied by the teacher.) 
II. 

1. Soils, Burkett, 266-281. 

2. Soils, Burkett, 164-205; Farmers' Bulletin No. 266. 
3 and 4. Soils, Burkett, 206-254. 

5. Soils, Burkett, 152-163. 

General References, Farmers' Bulletin, Nos. 44, 192, 222, 
225, 237, 245, 259, 278, 327, 342. 

Other References. 

(To be supplied by teacher.) 



Laboratory Exercises. 

II. 3. Exercises 45, 66 and 67, A Unit in Agriculture. 
Home experiments in the garden. 
5. Exercise 27, A Unit in Agriculture, or similar exer- 
cises in Call and Schafer. 



22 



FARM CROPS. 

I. Corn. 

1. Early history of corn. 

2. -Annual production in U. S. 

3. Annual production in Missouri. 

4. Soil and climatic conditions favorable to corn grow- 
ing: 

(a) Character of soil. 

(b) Climate — temperature, rain, sunshine, length of 
growing season. 

5. Why raise corn. 

(a) Food. 

(b) Tillage of soil. 

(c) Care of corn crop in non-competition with care 
of other farm crops. 

6. Types of corn: (a) Pod corn; (b) Pop corn; (c) 
Sweet corn; (d) Flint corn; (e) Dent corn. 

7. Varieties grown in Missouri. 

(a) Boone County White. 

(b) Reid's Yellow Dent. 

(c) St. Charles White. 

(d) Learning. 

(e) St. Charles Yellow. 

(f) Commercial White. 

8. Varieties grown in Missouri. 

9. Study of the corn plant. 

(a) Roots. 

(1) Growth, nature of. i 

(2) Primary and secondary roots. 

(3) Conditions affecting growth of roots. 

(b) Stalk. 

(c) Leaves. 

(d) Flower. 

(1) Male — tassel— pollen. 

(2) Female — silk — pollinization. 

(e) Ear. 

(1) Type of ear of Dent Corn. 

(2) Position on stalk. 

(f) Kernel. 



23 

10. Seed corn, selection and storage. 

(a) Seed corn adapted to your own locality. 

(b) Time of harvesting seed corn. 

(c) Ears to select. 

(d) Testing ears for germination qualities. 

(e) Storing of seed corn. 

(f ) Effect of moisture and freezing on seed corn. 

11. Testing seed corn. 

(a) Relation of testing to stand of corn. 

(b) Result of poor stand on yield of corn. 

(c) Time to test seed corn. 

(d) The testing box, how made, how filled. 

(e) System of arranging ears to be tested and of 
placing grains in germination box. 

(f ) Reading the test. 

(g) What ears to reject. 

(h) Grouping of ears according to size of grain. 

12. Corn judging. 

(a) Use of score card. 

(b) Judging a single ear. 

(c) Judging a group of ears. 

13. Corn growing. 

(a) Plowing. 

(b) Treatment of ground after plowing. 

(c) Planting. 

Time, depth, distance of hills apart, number of 
stalks per hill, a perfect stand, replanting. 

(d) Drilling corn. 

(e) Listing corn. 

Preparation of ground and use of the lister. 

(f ) Cultivation of corn. 

Weed destruction, dust mulch, depth of cultiva- 
tion, when to cultivate, kind of cultivators. 

(g) Harvesting corn. 

When corn is mature, time to harvest, how har- 
vested, storage, cribs, shrinkage, computing 
capacity of cribs both rectangular and cir- 
cular. 

14. Corn silage. 

(a) Early history of corn silage. 

(b) Principles of preservation of food. 



24 

(1) Exclusion of air. 

(2) Fermentation. 

(3) Other factors. 

(c) Time and method of planting and harvesting 
corn for silage. 

(1) Filling the silo. 

(d) Feeding silage. 

(1) Value of silage as a feed. 

(2) Does silage pay? 

15. Corn products. 

16. Corn breeding: (a) Ear-to-row method. 

References. 

For teacher's preparation and for reading and written reports 
by individual students. 

Corn, Bowman and Crossley. 
Plant Breeding, Bailey. 
, 4. Farm Management, Warren, 44-45. 

Farmers' Bulletins, Nos. 233, 149, 199, 253, 292, 303, 313, 317. 

Other References. 

(To be supplied by the teacher.) 



Laboratory Exercises. 

9. Exercises 1, 2 and 3, A Unit in Agriculture. 

11. Exercise 6, A Unit in Agriculture. 

12. Exercises 4 and 5, A Unit in Agriculture, or similar exer- 
cises in Call and Schafer. 

II. Wheat. 

1. Origin and importance. 

2. The grain ; head ; complete plant. 

3. Important varieties. 

4. Varieties grown in your community. 

5. Selection of seed. 

6. Methods of cultivation : (a) Climatic conditions fav- 
orable to wheat; (b) Preparation of ground for 
sowing. 

(1) Time of plowing. 



25 

(2) Depth of plowing. 

(3) Preparation other than plowing. 

(4) Sowing. 

7. Harvesting and marketing wheat. 

8. Wheat products. 

9. Wheat enemies and remedies : (a) Rust; (b) Hessian 

fly; (c) Chinch bug; (d) Smut. 

References. 

For teacher's preparation and for reading and written reports 
by individual students : Farmers' Bulletins, Nos. 132, 250. 

Other References. 

(To be supplied by the teacher.) 



Laboratory Exercises. 

2. Exercises 7, 8, 9, A Unit in Agriculture. 
8. Exercise 42, Elements of Agriculture. 

III. Other cereals. 

1. Oats, barley, rye. 

(Use same outline as for wheat.) 

IV. The Legumes. 
1. Red Clover. 

(a) Head. 

(b) Roots. 

(1) Nodules on roots. 

(c) Methods of reproduction. 

(1) By seed. 

Methods of fertilization. 

(2) By stolens. 

(d) Selection of seed. 

(e) Sowing — when — how. 

(f ) Advantages of growing clover. 

(g) Harvesting and storing crop. 
Number of crops per year. 
Seed crop. 



26 

(h) How long clover lives. 
(i) Enemies to clover. 

2. Alfalfa. 

(a) Root system — nodules. 

(b) Entire plant. 

(c) Soil and climatic conditions favorable to alfalfa. 

(d) Influence of lime and inoculation upon the 
growth of alfalfa. 

(e) Number of crops per year. 

(f ) Value as hay. 

3. Annual Legumes. 

(a) Cowpeas. 

(b) Soy beans. 

(c) Field peas. 

(d) Vetch. 

References. 

For teacher's preparation and for reading and written reports 
by individual students. 

1. Farm Management, Warren 48-49. 

2. Farm Management, Warren, 48. 

Farmers' Bulletins, 58, 89, 121, 194, 237, 260, 278, 315, 318, 
331, 339, 372. 

Other References. 

(To be supplied by the teacher.) 
Laboratory Exercises. 

1, 2, 3, Exercise 11, A Unit in Agriculture. 

Exercise 59, Elements of Agriculture, page 241. 
V. Perennial grasses. 

1. Character of perennial grasses. 

2. Grasses for meadow — habits of growth. 

3. Grasses for pasture — habits of growth. 

4. Varieties of grasses and the study of each: (a) Tim- 
othy; (b) Red Top; (c) Kentucky Blue Grass; (d) 
Orchard Grass; (e) Meadow Fescue; (f) Bermuda 
Grass; (g) Other grasses. 

5. Varieties of grasses in your community and purposes 
of growing each. 



27 

References. 

For teacher's preparation and for reading and written reports 
by individual students. 

Farmers' Bulletins, 66, 331. 
Farm Management, Warren 48-49. 

Other References. 

(To be supplied by the teacher.) 



Laboratory Exercises. 

Exercise 57, page 239, Elements of Agriculture. (Optional.) 

VI. Cotton. 

1. The plant — roots — stem — pod and lint. 

2. Important types of cotton: (a) Upland; (b) Sea 

Island. 

3. Type grown in your community. 

4. Climatic and soil conditions favorable to its growth. 

5. Preparation of soil and planting. 

6. Methods of cultivation and harvesting. 

7. Ginning — bailing — marketing. 

8. Cotton seed — use — products. 

9. Insect enemies. 

References. 

For teacher's preparation and for reading and written reports 
by students : 

Farmers' Bulletins, Nos. 36, 48, 209, 211, 217, 285, 286, 290, 
302, 314, 326, 333, 344, 501. 

Other References. 

(To be supplied by the teacher.) 



VII. Tobacco. 

1. Selecting the seed. 



28 

2. Seed bed and its preparation. 

3. Sowing the seed: (a) How much seed to sow; (b) 
Time of sowing. 

4. Planting — watering. 

5. Cultivation. 

6. Fertilizers. 

7. Topping. 

8. Cutting. 

9. Saving seed. 

10. Insect pests and how to combat them. 

11. Method of harvesting, storing and curing tobacco. 

12. Markets and marketing. 

References. 

For teacher's preparation and for reading and written reports 
by individuals students. 

Farmers' Bulletins, Nos. 60, 82, 83, 126, 343, 523. 

Other References. 

(To be supplied by the teacher.) 



VIII. Potatoes. 

1. A study of the Irish potato. 

2. Effect of large and small potatoes on yield. 

3. Selection of seed potatoes. 

4. Principal varieties. 

5. Methods of cultivation. 

6. Enemies of Irish potatoes and how to fight them ; scab, 

dry rot, potato beetles. 

7. Sweet potatoes: Principal varieties, method of cul- 
ture, yield and uses as compared with Irish potatoes. 

8. Improvement of potatoes. 

(a) Selection from best yielding hills. 

References. 

For teacher's preparation and for reading and written reports 
by individual students. (To be supplied by the teacher.) 
Laboratory Exercises. 

Exercise 12, A Unit in Agriculture. 



29 



FARM ANIMALS. 

I. Horses and Mules. 

1. Origin and history. 

2. Types. 

(a) Light (Plumb, 33; Harper, 3-4; Warren, 302.) 

(b) Heavy (Plumb, 92; Harper, 3-4; Warren, 302.) 

3. Breeds of Horses. 

(a) Light Breeds: (1) Thoroughbred; (2) Ara- 
bian; (3) American Saddle; (4) Standardbred. 

(b) Coach Breeds: (1) Hackney; (2) German; (3) 
French; (4) Cleveland Bay. 

(c) Draft Breeds: (1) Percheron; (2) Clydesdale; 

(3) Shire; (4) Belgium. 
The following points should be emphasized in study- 
ing the breeds of horses: History, type, dis- 
tribution, color markings, comparison and use. 

4. Pony Breeds. 

5. Donkeys and Mules. (Harper, 31; Plumb, 155-169.) 

6. Judging horses. 

(a) How to estimate the age. 

(b) Detecting unsoundness. 

(c) Explanation and use of the score card. 

(1) General characteristics in Light and Heavy 
Horses. 

(2) Detail characteristics in Light and Heavy 
Horses. 

7. Market classification of horses and mules. 
Harper, 51. 

Warren, Farm Management, 583. 

8. Care and management of horses : (a) Feeding; (b) 
Selecting and breeding; (c) Care of horses' feet and 
teeth; (d) Grooming; (e) Training the colt; (f) 
Harness and harnessing. 

9. Diseases. — Roberts. 

References. 

For teacher's preparation and for reading and written reports 
by individual students. 

1. Types and Breeds of Farm Animals, Plumb, 1-7. 
Animal Husbandry for Schools, Harper, 21-32. 



30 

2. (a) Plumb, 33 ; Harper 3-4 ; Warren, 302. 
(b) Plumb, 92; Harper, 3-4; Warren, 302. 

3. (a) Plumb, 14-26 ; Harper, 4-14. 

(b) Harper, 14-20; Plumb, 63-92. 

(c) Harper, 20-29; Plumb, 92-142; Warren, 303-306. 

4. Plumb, 146-155; Harper, 29-31. 

5. Plumb, 155-169; Harper, 31. 

6. Warren, 308-321 ; Harper, 34-53. 

7. Harper, 51 ; Farm Management, Warren, 57-73. 
Harper, 54-102 ; Henry, 250-287. 
Harper, 38-40. 

Other References. 



Laboratory Exercises. 

6. Exercise 57 and 58, A Unit in Agriculture. 

II. Cattle. 

1. Origin and history. 

2. Types: (a) Dairy; (b) Beef. 

3. Breeds of cattle. — (Ferguson and Lewis, 198-204;: 

Mayne and Hatch, 331-340; Harper, 105-128.) 

(a) Major breeds of dairy cattle: (1) Jersey; (2) 
Guernsey; (3) Ayrshire; (4) Holstein-Friesian, 
(The following points should be emphasized in 

the study of the above breeds of dairy cat- 
tle : Origin ; Distribution ; Condition of 
country where originated; Form and Char- 
acteristics; Milk and Butter Fat Records.) 

(b) Minor breeds of dairy cattle : (1) Dutch Belted;. 
(2) Brown Swiss; (3) Kerry. 

(c) Dual purpose breeds: (1) Shorthorn; (2) Red 
Polled; (3) Polled Durham; (4) Devon. 

(d) Major breeds of beef cattle; (1) Shorthorn; 
(2) Hereford; (3) Aberdeen- Angus ; (4) Gallo- 
way. 

(In making reports on the beef breeds the stu- 
dent should take into consideration : Origin 



31 

and Distribution ; Form and Characteristics ; 

Comparisons.) 
(e) Minor breeds of beef cattle: (1) Polled Dur- 
ham; (2) Devon; (3) Red Polled; (4) Red 
Sussex; (5) West Highland, 

4. Judging cattle : How estimate the age ; Detecting un- 

soundness; Explanation and use of the score card; 
General characteristics in dairy and beef cattle; De- 
tail characteristics in dairy and beef cattle. 

5. Care and management of beef cattle : 

(1) Feeding — winter stockers — summer feeders — 
winter feeding — getting cattle on feed — value of 
the silo in full feeding. 

(2) Equipment for summer feeding. 

(3) Equipment for winter feeding. 

6. Care and management of dairy cattle : 

(1) Selection — Starting the herd. 

(2) Keeping records. — The scale and Babcock tester, 

(3) Effect of feed upon quality of milk. 

(4) Effect of feed upon quantity. 

(5) Period of lactation. 

(6) Seasonal variation. 

(7) Time of milking. 

(8) Age of the cow. 

(9) Comfortableness of the cow. 

(10) Feeding the milking cow — The kind of ration; 
Abundant, Palatable, Succulent, Balanced. 

(11) Milk products: Milk — composition and uses, 
commercial products, home butter making, home 
cheese making, value of the cream separator. 

(12) Calf raising. 

(13) Sanitary milk. 

(14) Dairy equipment. 

7. Diseases of cattle. 

References. 

For teacher's preparation and for reading and written reports 
by individual students. 

1. Plumb, 249-307; Harper, 105-119; Warren, Elements of 

Agriculture, 223-330. 
3. Ferguson and Lewis, 196-204; Mayne and Hatch, 331-340; 

Harper, 105-128. 



32 

4. Harper, 130-143; Ferguson and Lewis, 203; Mayne and 
Hatch, 331 ; Warren, 343-344. 

5. Harper, 144-171 ; Henry, 431-441, 333-362 ; Ferguson and 

Lewis, 250; Warren, 292-299. 

6. Harper, 144-155; Ferguson and Lewis, 233-246; Henry, 
431; Farm Management, Warren, 446; Halligan, 318-321; 
Powell, 99. 

Other References. 



Laboratory Exercises. 

4. Exercises 59 and 60, A Unit in Agriculture. 
6. Exercise 71, A Unit in Agriculture. 
III. Swine. 

1. Origin and history. 

2. Types : Lard ; Bacon. 

3. Breeds. 

(a) Lard Breeds of swine : Poland China, Berkshire, 
Duroc Jersey, Chester White, Hampshire. (See 
Harper.) 

(b) Bacon breeds of hogs: Yorkshire, Tamworth. 
Study the above breeds with reference to origin, 

distribution, characteristics and comparison. 

4. Judging swine. (Harper, 275-282.) 

Explanation and use of the score card. 

(a) General appearance of the lard and bacon 
types of hogs. 

(b) Detail characteristics of the lard and bacon 
types of hogs. 

5. Market classification of hogs. (See Market quota- 
tions; Harper, 282.) 

(a) Location of the principal hog markets. 

(b) Changes of market demand with seasons. 

(c) Cuts of pork. 

6. Care and Management of Hogs: (a) Feeding; (b) 
Breeding; (c) Dipping; (d) Shelter; (e) Hog lot and 
wallow; (f) Raising pigs; (g) Swine equipment ; (h) 
Curing of meat in the home. 



33 

7. Diseases. 

Effect and control. 

References. 

For teacher's preparation and for reading and written reports 
by individual students. 

1. Plumb, 467-551 ; Harper, 260-261. 

2. Halligan, 352-358; Mayne and Hatch, 359-362; Ferguson, 
217. 

4. Harper, 275-282. 

5. Harper, 282; Market quotations in stock journals and in 
daily papers. 

6. Harper, 284-303; Henry, 517-580; Warren, 61. 

7. Harper, 301-303. 

Other References. 



Laboratory Exercises. 

4. Exercise 62, A Unit in Agriculture. 
IV. Sheep Production. 

1. Origin and History. 

2. Types: Fine wool; Mutton. 

3. Breeds of sheep. 

(a) Fine wool breeds of sheep: (1) American Me- 
rino; (2) Delaine Merino ; (3) Rambouillet. 

(b) Mutton breeds of sheep: (1) Southdown; 
(2) Shropshire; (3) Hampshire; (4) Oxford; 
(5) Suffolk; (6) Dorset; (7) Cheviot. 

(c) Long wool breeds of "mutton sheep: (1) Lei- 
cester; (2) Cotswold; (3) Lincoln; (4) Black- 
faced Highland. 

(d) Goats: (1) Angora goat; (2) Milk goat. 

4. Judging Sheep: 

(a) Catching and Holding. 

(b) How to Estimate the Age. 

(c) Explanation and Use of the Score Card. 

(1) General appearance of the different Breeds 
of Sheep. 



34 

(2) Detail characters of the different Breeds of 
Sheep. 
Market Classification of Sheep. 
Class. Sub-class. 

(1) Lambs, 
(a) Mutton sheep (Native (2) Yearlings, 
and western sheep.) (3) Wethers. 

(4) Ewes. 



(b) Feeder sheep 
(Western sheep.) 



(c) Breeding sheep 

(Native and western 
sheep.) 

6. Care and Management of Sheep 
flock; (b) Fattening sheep ; (c) Dipping; (d) Shear- 
ing; (e) Breeding; (f) Buying the feeders; (g) 
Growing the feed for fattening the sheep; (h) Mark- 
eting the fat sheep; (i) Raising lambs for early 
market; (j) Practical sheep barns. 

7. Diseases — Effect and remedy. 

References. 

For teacher's preparation and for reading and written reports 
by individual students. 

1. Harper, 199-200; Farm Management, Warren, 61 and 205; 

Halligan, 345-346; Warren, 353-355. 
2 and 3. Plumb, 339, 375 and 456; Harper, 199-221; Mayne 

and Hatch, 353; Warren, 353-354; Ferguson and Lewis, 

220-223. 

4. Harper, 222-230. 

5. Harper, 230. 

6. Harper, 232-256 ; Henry, 442-458 ; Halligan, 428. 

Other References. 



(1) 


Lambs. 


(2) 


Yearlings. 


(3) 


Wethers. 


(4) 


Ewes. 


(5) 


Rams and culls. 


(1) 


Ewes. 


(2) 


Bucks. 


ep : 


(a) Feeding the 



35 

Laboratory Exercises. 

4. Exercise 61, A Unit in Agriculture. 

V. Poultry Raising. 

1. Origin and history. 

2. Classes. — There are 104 standard and a large number 

of non-standard varieties of chickens raised in this 
country. The standard varieties are divided into 
fourteen classes, including the turkeys, ducks and 
geese. They are as follows: (a) American class; 
(b) Asiatic class; (c) English; (d) Mediterranean; 
(e) Polish; (f) Dutch; (g) French; (h) Game and 
Game Bantam class; (i) Oriental Game and Bantam 
class; (j) Ornamental Bantam class; (k) Miscellan- 
eous class; (1) Ducks; (m) Geese; (n) Turkeys. 

3. Types and breeds. 

(a) Egg Type of Fowls — Mediterranean class, Dutch 
class and the Redcaps. 

(b) Meat Type of Fowls — Asiatic class, Dorkings 
and Indian Games. 

(c) General Purpose Breeds — American class, Or- 
pinton and the Houdons. 

(d) Ornamental Breeds of Fowls — Polish, Game 
and the Game Bantam class, Oriental Game and 
Bantam class, Ornamental Bantam class and the 
Miscellaneous class. (Study the characteristics 
of the types and breeds.) 

4. Judging poultry. 

(a) How to estimate the age. 

(b) Explanation and use of the score card: (1) 
comparative judging; (2) Score card judging; 
(3) Detail characters of fowls. 

5. Feeding poultry: (a) Essentials of feeding; (b) 

Feeding young chicks; (c) Feeding for egg produc- 
tion; (d) Feeding for meat production. 

6. Care and management of poultry : (a) Importance of 
the poultry industry in the United States; (b) Im- 
portance of the poultry industry in Missouri; (c) 
Laying out a poultry farm; (d) Selection; (e) 
Poultry Equipment: Housing, Fencing, Incubation. 

7. Diseases : Effect and Remedy. 



36 

References. 

For teacher's preparation and for reading and written reports 
by individual students. 

Harper, Animal Husbandry for Schools, 307-348. 
Brigham, Progressive Poultry Culture. 
Warren, 363-371. 

Other References. 



Laboratory Exercises. 

2. Exercise 44, page 374, Harper. 

4. Exercise 43, page 374, Harper. 

Study of the Egg, Exercise 50, page 378, Harper. 

Preserving Eggs, Exercise 51, page 381, Harper. 

FARM MANAGEMENT. 

1. Personal characteristics desirable for a farm. 

2. Profits to be expected in farming. 

3. Cost of living on farms. 

4. Choice of farming as an occupation. 

5. Types of Farming. 

(a) Influence of climate, soil, topography, on type of 
farming. 

(b) Transportation and type of farming. 

(c) Supply and demand as related to the type of farming. 

(d) Capital and type of farming. 

(e) Effect of weeds, insects, and diseases on type of farm- 
ing. 

(f ) The personal factor and type of farming. 

6. Diversified and specialized farming. 

7. Intensive and extensive farming. 

8. Maintaining the fertility of the land. 

9. Live stock as related to farm management. 

10. Size of farms and plan of farms and farm buildings. 

11. Farm capital. 

12. Methods of renting land. 



3'< 

13. Farm labor. 

14. Farm equipment. 

15. Cropping system. 

16. Marketing farm products. 

17. Farm records and accounts. 

References. 

For teacher's preparation and for reading and written reports 
by individual students. 

Farm Management, Warren. 

Other References. 

(To be supplied by the teacher.) 



Laboratory Exercises. 

8. Exercises 66 and 67, "A Unit in Agriculture." 
10. Exercises 63, 64, 65, "A Unit in Agriculture:' 

ENEMIES OF PLANTS. 

1. Insects. 

(a) Biting insects, as potato beetle, cabbage worm, etc. 

(b) Sucking insects, as chinch bug, plant lice, squash bug, 
San Jose scale, etc. 

2. Diseases caused by certain bacteria, as fire blight in pear 

and apple tree. 

3. Fungus diseases, as brown rot on peaches, potato scab, rust 
on wheat and oats, etc. Ex. 47. 

4. Spraying to control insects and diseases. 

(a) Fungicides — Bordeaux mixture, lime-sulphur, etc. 

(b) Poisons for biting insects, Paris green, arsenate of 
lead, hellebore, etc. Ex. 48. 

(c) Contact remedies for sucking insects — lime-sulphur, 
tobacco, carbon bisulphide, etc. 

5. Identification of injurious insects and preparation of col- 

lection. Exs. 49, 50, 51, 52, 53. 



38 

References. 

(To be supplied by the teacher.) 



Laboratory Exercises. 

3. Exercise 47, A Unit in Agriculture. 

4. Execrise 48, A Unit in Agriculture. 

5. Exercises 49, 50, 51, 52, 53. 

Note. — This collection should be as complete as possible, well 
mounted and increased from year to year. It should include all the 
more common insect enemies of corn, wheat, potatoes, orchard 
fruits and garden plants. 

PLANT PROPAGATION. 

I. Propagation of Seeds. 

1. Process of germination. 

(a) Absorption of moisture. 

(b) Chemical changes of compounds in the seed from 
insoluble to soluble substances. 

(c) The production of heat. 

2. Conditions of germination: (a) Vitality of seed; (b) 
Moisture; (c) Heat; (d) Air. 

3. Vitality of seeds conditioned by: (a) Maturity; (b) 

Age; (c) Size; (d) Kind; (e) Extremes of tempera- 
ture; (f) Repeated germination. 
Exs. 28, 29, 30. 

4. Methods of production and preservation of most im- 
portant seeds. 

5. Selecting seeds of different crops. 

6. Seed testing. 

(a) For germination (see Ex. 6) . 

(b) For impurities. Ex. 31. 

7. Treatment of refractory seeds. 

(a) By freezing (hickory, oak, walnut, hazel, pear, 
apple, peach, plum, etc.) 

(b) By scalding (black locust, honey locust, Ken- 
tucky coffee bean). 



39 

(c) By stratifying (berries, blackberry, strawberry, 
raspberry, rose). 
II. Propagation Other than by Seeds. Ex. 32. 

1. Spores — mushrooms, ferns. 

2. Root stocks — iris, calamus, June grass. 

3. Stolens or runners — strawberry. 

4. Suckers or root stalks — blackberry. 

5. Bulbs or corms — onion, crocus. 

6. Tubers — Irish potato, artichoke. 

7. Cuttings — grape, currant. 

8. Grafts — apple, pear. 

9. Layers — grape, ornamental vines. 

Exs. 33, 34, 35, 36, 37. 

References. 

For teacher's preparation and for reading and written reports 
by individual students. (To be supplied by the teacher.) 



Laboratory Exercises. 

I. 1, Exercises 28 and 29, A Unit in Agriculture. 

2, Exercises 30, 38, 39, 40, A Unit in Agriculture. 
6, Exercises 31 and 32, A Unit in Agriculture. 

II. 7, Exercise 33, A Unit in Agriculture. 

8, Exercises 34, 35, 36 and 37, A Unit in Agriculture. 



40 



SUPPLEMENTARY LIST OF LIBRARY BOOKS. 

After the required list of library books has been purchased it 
may be desirable for the school to purchase a number of other books, 
or individual students may become interested in special subjects 
and wish to purchase books for their own use. The following list 
may be useful in making the selection : 

Carver: Principles of Rural Economics. Ginn $1 . 30 

Burkett and Swartzel: Farm Arithmetic. Orange Judd 1 .50 

Bailey: Cyclopedia of American Agriculture, 4 vols. Macmillan 20.00 

Ogden: Rural Hygiene. Macmillan 1 . 50 

Belcher: Clean Milk. Orange Judd 1 . 00 

Bailey: Farm Buildings. Sanders 2 .00 

Bailey: Insect Pests of Farm, Orchard and Garden. Wiley 3.00 

Osterhaut: Experiments with Plants. Macmillan 1 .25 

Davidson: Agricultural Engineering. Webb 1 .50 

Roberts: The Horse. Macmillan 1 .25 

Voorhees: Fertilizers. Macmillan 1 .25 

Smith : Profitable Stock Feeding. Smith 1 . 50 

King: Ventilation. F. H. King, Madison, Wis .75 

Davidson & Chase: Farm Machinery and Farm Motors. Orange Judd 2.00 

Taylor: Agricultural Economics. Macmillan 1 .25 

Davidson: Agricultural Engineering. Webb 1 .50 

Hunt : Cereals in America. Orange Judd 1 . 75 

Spillman: Farm Grasses in the United States. Orange Judd 1 .00 

Shaw: Soiling Crops and the Silo. Orange Judd 1 . 50 

Coburn: The Book of Alfalfa. Orange Judd ». 2 .00 

Wing: Alfalfa Farming in America. Sanders 2 .00 

Conn: Bacteria, Yeasts, and Molds in the Home. Ginn 1 .00 

Bailey: The Forcing Book. Macmillan 1 . 25 

Waugh: The American Apple Orchard. Orange Judd 1 .00 

Duggar : Fungus Disease of Plants. Ginn 2 . 00 

Lyon and Montgomery: Examining and Grading Grains. Ginn .60 

Bailey: Nursery Book. Macmillan 1 .50 

Bailey: Garden Making. Macmillan 1 .00 

Myrick: Book of Corn. Orange Judd 1 . 50 

Dodlinger: Book of Wheat. Orange Judd 2.00 

Frazer : The Potato. Orange Judd .75 

Bailey: Principles of Fruit Growing. Macmillan 1 .50 

Bailey: Pruning Book. Macmillan 1 .50 

Greene: Among School Gardens. Charities Publication Committee 1.25 

Card: Bush Fruits. Macmillan 1 .50 

Wilson and Warburton: Field Crops. Webb 1 .50 

Rawson: Success in Market Gardening. Doubleday, Page 1 . 10 

Bennett: The Vegetable Garden. Doubleday, Page 1 .50 

Taft: Greenhouse Construction. Orange Judd 1 . 50 

Taft: Greenhouse Management. Orange Judd 1 . 50 

Bailey: Plant Breeding. Macmillan 1 . 25 

Bennett: The Flower Garden. Doubleday, Page 1 .50 

Maynard: Landscape Gardening. Wiley 1 .50 

Bailey: Manual of Gardening. Macmillan 2 . 00 



41 

Lodeman: Spraying of Plants. Macmillan $1 .25 

Stevens and Hall: Diseases of Economic Plants. Macmillan 2 .00 

Weed : Farm Friends and Farm Foes. Heath .90 

Lipman: Bacteria in Relation to Country Life. Macmillan 1 .50 

Goff : Principles of Plant Life. Mendota Book Co 1 . 00 

Smith: Our Insect Friends and Enemies. Lippincott 1 .50 

Comstock: How to Keep Bees. Doubleday, Page 1 .00 

Punnett: Mendelism. Macmillan .80 

Davenport: Domesticated Animals and Plants. Ginn 1 .25 

Dorcaster: Heredity. Hawks .40 

Shaw: Animal Breeding. Orange Judd 1 .50 

Wing: Sheep Farming in America. Sanders 1 .00 

Roberts: The Horse. Macmillan ( 1 .25 

Johnstone: The Horse Book. Sanders 2.00 

Coburn: Swine in America. Orange Judd. . .• 2.50 

Craig: Diseases of Swine. Orange Judd .75 

Mayo: Diseases of Animals. Macmillan 1 . 50 

Reynolds: Veterinary Studies. Macmillan 1 .75 

Robinson: Poultry Craft. Orange Judd 1 . 50 

Valentine: How to Keep Hens for Profit. Macmillan 1 .50 

Salmon: Diseases of Poultry. Orange Judd .50 

Bach : How to Judge a Horse. Jenkins 1 . 00 

Wilcox: Farm Animals. Doubleday, Page 2 . 00 

Shaw: Management and Feeding of Cattle. Orange Judd 2.00 

Decker: Cheese Making. Mendota Book Co 1 .75 

Craig: Judging Live Stock. Kenyon 1 . 50 

Comstock: Insect Life. Appleton 1 . 75 

Hawks: Science and Art of Poultry Culture. Hawks 2.75 

Storer: Agriculture in Some of Its Relations with Cliemistry, 3 vols. Scribner . . 5.00 

Kahlenberg and Hart: Chemistry and Its Relations to Daily Life. Macmillan . 1 .25 

Warrington: Chemistry of the Farm. Orange Judd 1 .00 

Hart and Tottingham: Agricultural Chemistry. Hart 1 .50 

Voorhees: Fertilizers. Macmillan 1.25 

Hall: Fertilizers and Manures. Dutton 1 .50 

Snyder: Soils and Fertilizers. Macmillan 1.25 

King: Irrigation and Drainage. Macmillan 1.50 

Jordan : Feeding of Animals. Macmillan 1 . 50 

Shaw: Feeding of Farm Animals. Orange Judd 2.00 

Farrington and Woll: Testing Milk and Its Products. Mendota Book Co. . . 1.00 

Wing: Milk and Its Products. Macmillan 1-50 

Gurler : The Farm Dairy. Sanders 1 . 00 

Russell and Hastings: Experimental Dairy Bacteriology. Ginn 1.00 

Conn: Practical Dairy Bacteriology. Orange Judd 1 .25 

Lane: The Business of Dairying. Orange Judd 1.25 

Jones: Notes on Drainage. Jones ; 1 . 10 

Whitson and Walstcr: Soils and Soil Fertility. Webb 1.25 

Elliott: Practical Farm Drainage. Wiley 1 .50 

Snyder: Chemistry of Plant and Animal Life. Macmillan 1 .25 



42 



LIST AND ADDRESS OF PUBLISHERS. 

American Book Company, Chicago, 111. 

D. Appleton Company, Chicago, 111, 
Bowman & Crossley, Ames, Iowa. 

Charities Publication Committee, 105 E. Twenty-second St., New York, N. Y. 
Doubleday, Page & Co., New York, N. Y. 

E. P. Dutton & Co., New York, N. Y. 
Ferguson Publishing Company, Sherman, Tex. 
Ginn & Company, Chicago, 111. 

E. B. Hart, Experiment Station, Madison, Wis. 

E. C. Hastings, Experiment Station, Madison, Wis. 

E. B. Hawks, Clinton, Wis. 

D. C. Heath & Co., Chicago, 111. ' 

W. A. Henry, Experiment Station, Madison, Wis. 

W. R. Jenkins Publishing Company, New York, N. Y 

Kenyon Publishing Company, Des Moines, Iowa. 

J. B. Lippincott Company, Philadelphia, Pa. 

The Macmillan Company, Chicago, 111. 

A. C. McClurg & Co., Chicago, 111. 

H. W. Mumford, Urbana, 111. 

Mendota Book Company, Madison, Wis. 

Orange Judd Company, Chicago, 111. 

The Pilgrim Press, Chicago, 111. 

Sanders Publishing Company, Chicago, 111. 

H. R. Smith, Anthony Park, Minn. 

Torch Press, Cedar Rapids, Mich. 



LIST OF GOVERNMENT PUBLICATIONS. 

The following list of Government Bulletins should be secured. 
They may be had free on request to either of our United States sen- 
ators or to our representatives in Congress, or by making applica- 
tion direct to the United States Department of Agriculture, Division 
of Publications, Washington, D. C. 



United States Department of Agriculture. 

FARMERS' BULLETINS. 

Farm Mechanics and Management:— 
No. 32. — Silos and Silage. — Historical account, various types of silos and results 

obtained from feeding silage. 
No. 185. — Beautifying the Home Grounds. — Title suggests subject matter. No 

library should be without this bulletin. 
No. 270. — Modern Conveniences for the Farm Home. — The water supply, the bath, 

disposal of sewage, garbage and ashes, heating and ventilating with plans 

for arrangement of farm buildings. Should have a place in every school 

library. 



43 

II. Plant Husbandry: — 

No. 28. — Weeds: And How to Kill Them. — Title sufficiently suggestive. 

No. 52. — The Sugar Beet. — The culture, seed development and manufacture of 
beet sugar, and statistics. 

No. 86. — Thirty Poisonous Plants. — A practical treatise on poisonous plants, illus- 
trated. Should be used by every student in botany. 

No. 121. — Beans, Peas and Other Legumes as Food. — A complete treatise on the 
nutritive value of legumes. For domestic science classes. 

No. 154. — The Home Fruit Garden. — Treats of its preparation and care. 

No. 156. — The Home Vineyard. — Its preparation and care, with special reference 
to northern conditions. 

No. 173. — Primer of Forestry. — Part I. Should be in every school library and 
studied in every school in the State. 

No. 188. — Weeds Used in Medicine. — Gives a list and description of about thirty 
weeds used for medicinal purposes, with directions for collecting and curing 
same. A good supplementary text for the botany classes. 

No. 195. — Annual Flowering Plants. — Illustrated. Methods of culture, decora- 
tive uses and plans for school and home gardens. Very helpful; good for 
botany classes. 

No. 204. — The Cultivation of Mushrooms. — The title suggests content; applied 
botany. 

No. 229. — The Production of Good Seed Corn. — Supplementary to circular No. 8 
of the Wisconsin Station. Should be in every school library in the State. 

No. 243. — Fungicides and Their Use in Preventing Diseases of Fruits. — The prep- 
aration and use of various sprays, with description of fungus diseases of 
fruits. Good for botany classes and valuable for reference. 

No. 253. — The Germination of Seed Corn. — Title suggests contents. Should be 
used to supplement circular No. 8 of the Wisconsin Station. 

No. 255. — The Home Vegetable Garden. — Should be used to supplement No. 218, 
"The School Garden." 

No. 260. — Seed of Red Clover and Its Impurities. — Contains illustrations of weed 
seeds commonly found in clover seed. A good supplementary text for botany 
classes. 

No. 278. — Leguminous Crops for Green Manuring. — Treats of the restoration of 
nitrogen and the improvement of soil texture through the use of legumes 
for green manuring. 

No. 282. — Celery. — History, growth, fertilizers, soil requirements, cultivation and 
marketing. Good for geography classes. 

No. 306. — Dodder in Relation to Farm Seeds. — Character and habits of the para- 
site, with numerous illustrations. Very practical botany. 

No. 354. — Onion Culture. — Good for geography classes. 

No. 358.— Primer of Forestry.— Part II. Supplementary to No. 173, Part I. 
Should be in all libraries. 

No. 368. — The Eradication of Bindweed, or Wild Morning Glory. — The character 
of the weed, its habits of growth and how to control it. 

III. Animal Husbandry: — 

No. 51. — Standard Varieties of Chickens. — Nicely illustrated, 48 pages. 

No. 54. — Some Common Birds. — Their relation to agriculture; 40 pages, illus- 
trated. 

No. 64. — Ducks and Geese. — Standard breeds and management; 55 pages, nicely 
illustrated. 

No. 71. — Some Essentials in Beef Production. — Types of good and bad beef ani- 
mals illustrated. 



44 

No. 99. — Three Insect Enemies of Shade Trees. — Treats of the life, history and 
habits of the Elm tree leaf beetle, the white-marked tussock moth and the 
fall urb worm. 

No. 106. — Breeds of Dairy Cattle. — Ten breeds discussed; 48 pages, nicely illus- 
trated. 

No. 127. — Important Insecticides. — Direction for their preparation and use, with 
methods of application. 

No. 137. — The Angora Goat. — Illustrated. For classes in geography. 

No. 155. — How Insects Affect the Health of Rural Districts. — Special emphasis is 
placed on the life history and habits of the anapholes mosquito, the carrier 
of the malaria germ. 

No. 165. — Silkworm Culture. — Life history and habits of the insect, with direc- 
tions for rearing it and the methods used in the production of rare silk. For 
classes in geography. 

No. 177. — Squab Raising. — Directions for raising squabs for market. A prom- 
ising industry for farm boys. 

No. 200. — Turkeys. — Standard varieties, care, management, marketing, parasites 
and diseases of same. 

No. 287. — Poultry Management. — Title sufficiently suggestive. Illustrated, 48 
pages. Should have a place in every school library. 

IV. Agricultural Chemistry and Soils: — 

No. 22.-^The Feeding of Farm Animals. — Contains a list of feeding stuffs with 
their digestible nutriments, standard rations and method used for their cal- 
culation, with a summary of experiments made by different stations. 

No. 44. — Commercial Fertilizers. — A discussion of their composition and use, with 
directions for their application. 

No. 187. — Drainage of Farm Lands. — Construction of open ditches and tile drains. 
Kind of tiles to use, method of laying, etc. 

No. 257. — Soil Fertility. — An address delivered before a Maryland Farmers' Club. 
Good for classes in agriculture. 

No. 266. — Management of Soils to Conserve Moisture. — Treats of methods of 
handling soils during a drought or in semi-arid regions. 

V. Miscellaneous: — ■ 

No. 34. — Meats: Composition and Cooking. — Subject matter suggested by title. 
Good for classes in domestic science. 

No. 63. — Care of Milk on the Farm. — Treats of the production of clean milk 
through the care of the cow, sanitary stables and milking utensils. 

No. 93. — Sugar as Food. — Should be used by classes in domestic science. 

No. 110. — Rice Culture in the United States. — For the geography class. 

No. 112. — Bread and Bread Making. — A splendid treatise on this important sub- 
ject. Especially good for classes in domestic science. 

No. 134. — Tree Planting on Rural School Grounds. — Something of value for Arbor 
Day. Should be in every school library. 

No. 179. — Horseshoeing. — Discussion of proper and improper method of shoeing 
horses. Boys should read this. 

No. 196. — Usefidness of the American Toad. — Life history and habits of the ani- 
mal and its relation to agriculture. For classes in agriculture and nature 
study. 

No. 203. — Canned Fruits, Preserves and Jellies. — Principles of canning and pre- 
serving, with methods of making jellies. For classes in domestic science. 

No. 206. — Milk Fever. — Its simple and successful treatment. Valuable for refer- 
ence work in dairy regions. 



45 

No. 218. — The School Garden. — Contains planting plans, directions for making 
experiments and list of trees and shrubs suitable for school grounds. 

No. 228. — Forest Planting and Farm Management. — A treatise on conservation 
and reforestization. 

No. 235. — The Preparation of Cement Concrete. — Valuable for reference, particu- 
larly when farmers may obtain access to library. 

No. 248. — The Lawn. — Making and keeping the lawn. Valuable. 

No. 301. — Home Crown Tea. — Its history and cultivation. For classes in geogra- 
phy. 

No. 302. — Sea Island Cotton. — Its culture, improvement and diseases. For classes 
in geography. 

No. 356. — Peanuts. — An industry of considerable importance in the United States. 
Good for geography classes. 

No. 363. — The Use of Milk as Food. — Title suggests contents. Good for domestic 
science classes. 

No. 369. — How to Destroy Rats. — A very practical bulletin. 



M. S. U. COLLEGE OF AGRICULTURE BULLETINS. 

The University of Missouri College of Agriculture, Agricul- 
tural Experiment Station, has the following bulletins and circulars 
available for free distribution to individual students who will ask 
for them. 

Address F. B. Mumford, Director, Columbia, Mo. 

Bulletin 55. Pruning Peach Trees. 

" 103. The Silo for Missouri Farmers. 

" 109. Inspection of Commercial Fertilizers. 

" 110. Forage Crop Rotations for Pork Production. 

" 111. Report of Director for Year Ending June 30, 1912. 

" 112. Com Silage for Fattening Steers. 

Circular 37. Variations in Cream Tests. 

38. The Principles of Maintaining Soil Fertility. 

" 40. The Seeding of Alfalfa. 

" 41. Directions for Testing Milk on the Farm. 

" 42. The Seeding of Clovers and Grasses. 

" 44. Feeding for Milk Production. 

" 46. Factors Influencing the Yield of Oats. 

" 47. Raising Calves on Skim Milk. 

" 48. The Plastered or Gurler Silo. 

" 50. Selection of Corn for Seed and Show. 

" 51. How to Prolong the Life of Fence Posts. 

" 53. Seeding of Cowpeas. 

54. Co-operative Experiments of the Department of Agronomy. 

" 57. Keeping Records of Dairy Cows. 

" 60. The County Farm Adviser Plan. 

" 62. The Chinch Bug and Its Control. 



46 



MONTHLY BULLETINS MISSOURI STATE BOARD OF 
AGRICULTURE, FREE. 

Address T. C. Wilson, Secretary, Columbia, Mo. 



Vol. 


No, 


6 


6 


7 


12 


8 


3 


8 


4 


8 


5 


8 


10 


8 


11 


8 


12 


9 


5 


9 


8 


9 


10 


9 


11 


9 


12 


10 


2 


10 


4 


10 


6 


10 


7 


10 


8 


10 


9 


10 


10 


10 


11 


10 


12 


Bookl 


et: 


11 


2 


11 


3 


11 


4 


11 


5 



Name of Bulletin. 
Apiary Inspection. 
Crop Review for 1909. 
Corn Growing in Missouri. 
Ornamental Planting for the Farm Home. 
Cement for the Farm Home. 
First Prize Five- Acre Farm Plan. 
Second Prize Five- Acre Farm Plan. 
Crop Review for 1910. 
Partial List of Pure-bred Live Stock. 
Methods of Corn Cultivation in Missouri. 
General Forms for Roads and Culverts. 
Butchering Hogs on Missouri Farms. 
Crop Review for 1911. 
The Hydraulic Ram. 

Missouri Home Makers' Conference Association, 1912. 
Missouri County Fairs. 

Smuts of Cereals and the More Important Insect Pests of Grain Crops. 
Selection and Care of Seed Corn. 
Potato Growing in Missouri (Orrick District). 
Diversified Crops in Missouri. . 
Bovine Tuberculosis. 
Crop Review for 1912. 
A Tip on Missouri Corn. 

Methods of Fattening, Dressing and Marketing Poultry. 
Home Makers' Report, 1913. 
Pastures for Hogs. 
Agricultural Laws in Missouri. 
Forty-fourth Annual Report State Board of Agriculture. 



47 



MISSOURI STATE BOARD OF HORTICULTURE. 

OFFICE OF THE SECRETARY 
Columbia, Mo. 



LIST OF AVAILABLE BULLETINS, FREE. 

1. Home Manufacture of Cider Vinegar. 

3. Strawberries. 

4. Picking, Packing and Marketing Fruits, Including Cold Storage and Evapora- 

tion. 

5. Growing and Marketing Summer Apples; Horticulture and Honey Bees. 

6. Landscape Gardening. 

7. Practical School Gardening. 

9. Manufacture, Preservation and Uses of Unfermented Grape Juices. 

10. Lawn Making. 

18. Civic Improvement for Town and Country. 

19. Carload Precooling of Fruit and Vegetables. 

20. Adaptability of Ingram Apple to Soils of the Ozarks. 

23. Missouri Fruit Growers. 

24. Secretary's Report for 1910. 

25. Strawberry Congress. 

26. Missouri Cherry Growing. 

27. Western Orchard Methods Applied to Missouri Conditions. 

28. Summer Apples. 

29. Are the Springs Colder Now? 

30. Some Physiological Factors in Strawberry Growing. 

31. The Influence of Environmental Conditions Upon the Development of Plant Dis- 

eases. 

32. Hints on Pruning Apple Trees. 

33. Plant Propagation. 

34. Asparagus and Rhubarb Culture. 

35. Time of Planting Vegetables. 

36. Growing Curcubits. 

37. Sweet Potato Growing. 

38. Celery Growing. 

39. Raspberry Culture. 

40. The Pecan. 

41. Insect Enemies of Ornamentals. 

42. Bees and Horticulture. 

43. Missouri State Board of Horticulture Mailing List. 

44. Co-operation Among Fruit Growers. 

45. The Orchard Census. 

46. Lime-Sulphur Sprays. 

47. Grading and Packing of Fruits. 

48. Orchard Heating. 

49. Conservation of Soil Fertility. 

50. Pruning Apple Trees, with Some Notes on General Care. 

51. Some Orchard Insects of Missouri. 



48 



52. Apples of Missouri. 

53. Some Important Fungus Diseases. 

54. Horticulture Literature. 

55. Pruning Peach Trees. 

56. Native Naturalized Plants of Missouri. 

57. Instructions for Spraying. 

Circulars. 

31. Hardiness of Peach Bud, Blossoms and Young Fruit. 

33. Hotbeds and Cold Frames. 

35. Protecting Orchards Against Frosts and Freezes. 

Pamphlets. 

A. Orchard Cover Crops. 

B. Missouri's Timber Supply. 

D. Missouri's Opportunity in Forestry. 

E. Crowing Tomatoes for Canning Purposes. 

New Versus Old Methods of Packing and Marketing Apples 
H. How to Can Fruits and Vegetables on the Farm. 

I. Orchard Fungus Disease. 

J. Missouri Horticulture. 
12. Marketing Apples. 
14. Poisonous and Medicinal Plants. 
16. What to do for Curculio. 

58. Strawberry Congress. 
Outlines of Entomology. 



; -. v - ■•"■'-,:." . '■' 



s. 



LIBRARY OF CONGRESS 



00027flETbbl 







